10 years of empowering energy education in wisconsin · 10 years of empowering energy education in...

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The Wisconsin K - 12 Energy Education Program (KEEP)

Copyright © Wisconsin Center for Environmental Education. All rights reserved.

Nothing in this document may be copied or reproduced by any means without the permission of the

Wisconsin K - 12 Energy Education Program.

Wisconsin K - 12 Energy Education Program (KEEP)

Wisconsin Center for Environmental Education

Learning Resource Center

University of Wisconsin - Stevens Point

Stevens Point, WI 54481

Compiled by Jennie Lane

Graphic design by Carrie Bea Ziolkowski

Proofread by Carrie Hembree and Dan Menzel

Cover art by Linda Godfrey

Table of Contents

Introduction to KEEP p. 3

KEEP Administration, Financial Support, and Staff p. 5

Four Stages of KEEP’s Development and Evolution p. 9Stage 1 (1995 – 1997): Initial Funding: Development and ImplementationStage 2 (1998 – 1999): Project Funding: Outreach and NetworkingStage 3 (2000 – 2003): Public Benefits: Innovation and EnrichmentStage 4 (2004 – 2005): Budget Cuts: Maintaining and Refining

What’s Next for KEEP? p. 19

KEEP History – An Overview p. 24

Letters and Notes of Support p. 29

Table of ContentsPage 1

Energy is vital to our future. For many years to come,Wisconsin students will be faced with difficult decisions aboutenergy and its relationship to environmental, socio-political,and economic issues. Through Project KEEP and energy education, Wisconsin teachers are able to empower studentsto make informed decisions about our energy future.

Elizabeth BurmasterState Superintendent

Introduction to KEEP

IntroductionPage 3

The Wisconsin K-12 Energy Education Program (KEEP) was started in1995 to promote energy education in Wisconsin by the WisconsinCenter for Environmental Education, located within the University ofWisconsin-Stevens Point College of Natural Resources. School systemsand energy resource managers have come to recognize KEEP as aneffective mechanism for increasing and improving energy education inWisconsin. This success was accomplished in part by building productive partnerships among various state agencies and privateorganizations to support energy education in Wisconsin.

KEEP focuses on teacher empowerment. The staff and course instructors work together to provide a proactive program that supportsteacher efforts to integrate energy education into curriculum. The success of KEEP from both the private and public standpoints reflectswell on the various organizations that have invested in energy education, communicating their support of developing energy literacyamong teachers and their students. This report highlights the success-ful outcomes of stakeholder investments, both in time and money.

Various projects KEEP has undertaken over the years are organizedinto four stages of KEEP’s development.

Stage 1 (1995 – 1997): Initial Funding: Development and Implementation

Stage 2 (1998 – 1999): Project Funding: Outreach and NetworkingStage 3 (2000 – 2003): Public Benefits: Innovation and EnrichmentStage 4 (2004 – 2005): Budget Cuts: Maintaining and Refining

Following the project highlights, visions and prospects for KEEP’scontinued efforts to achieve its mission are discussed. A history ofKEEP along with other supplemental information is found at thereport’s end.

You are invited to contact the KEEP office to provide suggestions andideas for further design and advancement of Wisconsin’s K-12 EnergyEducation Program. We look forward to hearing from you and workingwith you over the years to come.

"KEEP is changing energyeducation in the same waythe compact fluorescent ischanging lighting - bothare very efficient in gettingtheir job done! I mean it;you guys are doing a greatjob!”

AAll DDiicckkmmaann,, Wild Rose High School

KEEP Administration, Financial Support, and Staff

KEEP Financial SupportFocus on EnergyEnergy Center of WisconsinWisconsin Center for Environmental EducationUniversity of Wisconsin – Stevens Point

Energy Education Scholarship ProvidersAlliant EnergyFocus on EnergyMadison Gas & Electric CompanyManitowoc Public UtilitiesWe EnergiesWisconsin Public Power, Inc.Wisconsin Public Service CorporationXcel Energy

KEEP Administration and OversightRRaannddyy CChhaammppeeaauu, Director, Wisconsin Center for Environmental

Education, 1995 to presentKKaatthhyy KKuunnttzz, Director of Operations, Wisconsin Energy Conservation

Corporation, 2000 to present (and while with Energy Center of Wisconsin, 1995 – 2000)

CChhrriiss SScchhuullttzz--BBuueecchhnneerr, Marketing & Information Education Manager, Focus on Energy, 2003 to present

DDaann AAcckkeerrsstteeiinn, Wisconsin Energy Conservation Corporation, 2002 – 2003

KEEP Administration Page 5

KEEP FoundingSponsorsEnergy Center of WisconsinBadger Power Marketing

Authority of WisconsinMadison Gas & Electric

CompanyManitowoc Public UtilitiesMarshfield Electric and Water

DepartmentNorthern States Power

Company—WisconsinPardeeville Public UtilitiesRice Lake UtilitiesSuperior Water, Light and

PowerWisconsin Electric Power

CompanyAlliant Utilities—Wisconsin

Power & LightWisconsin Public Power, Inc.Wisconsin Public Service

CorporationUniversity of Wisconsin–

Stevens PointWisconsin Center for

Environmental EducationWisconsin Environmental

Education Board

Midwest states can look to Wisconsin for energyeducation inspiration. The Wisconsin K-12 EnergyEducation Program (KEEP) at the University ofWisconsin-Stevens Point is the leading energyeducation program in the nation.

MMiinnnneessoottaannss ffoorr aann EEnneerrggyy EEffffiicciieenntt EEccoonnoommyyFFaallll 22000055 NNeewwsslleetttteerr

Program SupportTTiimm BByyeerrss, Outreach Manager, Wisconsin Center for Environmental

Education (1995 to present)AAnnddrreeaa MMiinnnniieeaarr, Senior Project Manager, Energy Center of Wisconsin

(2000 to present)

KEEP StaffStage Four: 2004 – 2005JJeennnniiee LLaannee, Program DirectorCCaarrrriiee HHeemmbbrreeee, Outreach SpecialistSSaarraa WWiinnddjjuuee, Resource Specialist CCaarrrriiee BBeeaa ZZiioollkkoowwsskkii, Program SpecialistLLiinnddssaayy DDaahhll, Program Assistant (2004)JJiillll WWeeiissss, Program Assistant (2005)

Stage Three: 2000 – 2003JJeennnniiee LLaannee, Program DirectorSSuussaann EErrmmeerr, Outreach SpecialistMMiicchheellllee GGrraannsseeee--BBoowwmmaann, Renewable Energy Education SpecialistCCaarrrriiee HHeemmbbrreeee, Project CoordinatorCCaarrrriiee BBeeaa ZZiioollkkoowwsskkii, Program SpecialistCCaatthheerriinnee EEsstteess, Graduate AssistantSStteepphhaanniiee KKaannee, Graduate Assistant

Stage Two: 1998 - 1999JJeennnniiee LLaannee, Program DirectorBBoobbbbii ZZbblleesskkii, Program SpecialistBBoonnnniiee KKoooopp, Graduate Assistant

Stage One: 1995 – 1997RRaannddyy CChhaammppeeaauu, DirectorCCoorrkkyy MMccRReeyynnoollddss, Team LeaderGGiinnnnyy CCaarrllttoonn, Program AssistantSStteevvee KKnnuuddsseenn, Coordinator of ResearchJJeennnniiee LLaannee, Coordinator of Curriculum Development

KEEP AdministrationPage 6

“Teaching KEEP courses isone of the most rewardingexperiences I have had asan educator. The materialsare well written, compre-hensive, and fun. Thecourse participants areenthusiastic and dedicated.And, the KEEP staff makesworking with this programsomething to look forwardto each year.”

TTeehhrrii PPaarrkkeerrExecutive Director, MidwestRenewable EnergyAssociation, KEEP AdjunctFaculty

KEEP Advisory Committee MembersRRaannddyy CChhaammppeeaauu (chair), Director, Wisconsin Center for

Environmental EducationPPeetteerr HHeewwssoonn, Professor of Curriculum and Instruction, UW-MadisonJJiimm JJeennssoonn, Community Education Coordinator, Madison Gas

& ElectricKKaatthhyy KKrruutthhooffff, Elementary School Teacher, Stevens PointKKaatthhyy KKuunnttzz, Director of Operations, Wisconsin Energy Conservation

Corporation and Focus on EnergySShheelllleeyy LLeeee, Science Education Consultant, Department of

Public InstructionPPaatt MMaarriinnaacc, Teacher Induction & Staff Development Program Leader,

Appleton Area School DistrictAAnnddrreeaa MMiinnnniieeaarr, Senior Project Manager, Education and Outreach,

Energy Center of WisconsinMMiikkee MMoorriieeaarrttyy, Wisconsin Public Service CorporationTTeehhrrii PPaarrkkeerr, Executive Director, Midwest Renewable

Energy AssociationJJaaccqquueellyynn PPeecckk, Education Outreach, We Energies LLyynnnn RRiinnddeerrllee, Middle School Science Teacher, MilwaukeeBBaarrbbaarraa SSaammuueell, Marketing and Communications

Coordinator, Department of AdministrationCChhaarrlliiee SScchhnneeiiddeerr, Sector Manager, CESA 10 and Focus on Energy

Schools and Government ProgramCChhrriiss SScchhuullttzz--BBuueecchhnneerr, Marketing and Information Education

Manager, Focus on EnergyDDaann SSiivveekk, Professor of Environmental Education, UW-Stevens PointKKeellllyy ZZaaggrrzzeebbsskkii, Public Affairs, Wisconsin Public Service Corporation

Past Advisory Committee MembersMMaarrggee AAnnddeerrssoonn, Energy Center of WisconsinDDeeaann GGaaggnnoonn, Agriculture and Natural Resources Consultant,

Department of Public InstructionMMaarryy MMeeuunniieerr, Energy Program Manager, Department of

AdministrationRRoonn OOrrmmaann, Energy Education Specialist, MilwaukeeJJeeaanniinnee GGeellhhaauuss, Middle School Teacher, Medford

KEEP Administration Page 7

“I cannot tell you how muchI loved your class. I am put-ting our action plan to work.That is very cool to be ableto turn education into actionthat will change the world alittle bit.”

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KEEP Adjunct FacultyPPaatt AArrnnddtt, Berlin High SchoolNNiicckk BBaauummggaarrtt, Florence High SchoolTTeerrrriiee CCooooppeerr, Door County Land TrustGGaaiill EEppppiinngg OOvveerrhhoolltt, Environmental EducatorJJaacckk FFiinnggeerr, Retired Environmental EducatorJJeeaanniinnee GGeellhhaauuss, Medford Area Middle SchoolMMiicchheellllee GGrraannsseeee--BBoowwmmaann, Energy Education SpecialistFFllooyydd HHeennsscchheell, Retired Science TeacherJJiimm JJeennssoonn, Madison Gas & ElectricSStteevvee KKnnuuddsseenn, Newman High SchoolDDoonn LLuuttzz, Marathon Middle SchoolPPaatt MMaarriinnaacc, Appleton Area School DistrictTTeedd MMaayy, Environmental EducatorRRoonn OOrrmmaann, Energy Education SpecialistTTeehhrrii PPaarrkkeerr, Midwest Renewable Energy AssociationAAnnnn QQuuaallee, Sturgeon Bay School DistrictMMeettaa RReeiiggeell, UWSP Academic StaffLLyynnnn RRiinnddeerrllee, Milwaukee School DistrictDDeennnniiss WWeeiibbeell, Retired Elementary School Teacher DDaann YYoorrkk, American Council for an Energy-Efficient EconomyKKeellllyy ZZaaggrrzzeebbsskkii, Wisconsin Public Service Corporation

Past Adjunct FacultySStteevvee BBrriicckk, Energy Center of WisconsinDDaavvee EEnngglleessoonn, Retired DPI ConsultantMMaarryy HHeemmsshhrroott, Environmental Education ConsultantSSuussaann SStteeiinn, University of Wisconsin - MadisonAAll SStteennssttrruupp, Wisconsin Department of Natural ResourcesBBoobbbbii TTaannnneennbbaauumm, Energy Center of Wisconsin

KEEP AdministrationPage 8

“Let me know when it’s timeto sign up [for the BrightIdea Fundraiser] again. Ilove doing this fundraiser -it’s so nice to be able to par-ticipate in a program whereeveryone ‘wins!’”

CCyynntthhiiaa SSkkiinnnneerr,, Crandon Middle/HighSchool

The Wisconsin K-12 Energy Education Program (KEEP) was created toinitiate and facilitate the development, dissemination, implementation,and evaluation of energy education in Wisconsin schools. KEEP hassuccessfully reached thousands of teachers, including over 2,500teachers throughout the state, with its graduate-level inservice courseand high quality support materials. These professional developmentopportunities and resources have helped increase the quality and quantity of energy education for hundreds of thousands of K-12 students in Wisconsin.

The following four stages outline KEEP’s development and evolution:

SSttaaggee 11 ((11999955 –– 11999977)): Initial Funding: Development and Implementation

SSttaaggee 22 ((11999988 –– 11999999)): Project Funding: Outreach and NetworkingSSttaaggee 33 ((22000000 –– 22000033)): Public Benefits: Innovation and EnrichmentSSttaaggee 44 ((22000044 –– 22000055)): Budget Cuts: Maintaining and Refining

Selected projects are highlighted within each stage. These projectsand many others were accomplished by KEEP staff with the support ofour sponsors and stakeholders, including energy resource managers,adjunct faculty, teachers, and students. Each project has helped KEEPaccomplish its goal of increasing and improving energy education inWisconsin.

Four Stages of KEEP’s Development and Evolution

Four StagesPage 9

“A grant made it possibleto purchase fuel cell kits toteach about the impactthis emerging technologymay have on our energyfuture. Students are actively involved and enjoythis learning experience.Thank you KEEP!”

AAll WWrroobbeell,,Fox Valley Lutheran

High School

“It was the best professionaldevelopment class I’ve evertaken! I came away withmaterials I can actually use inmy classroom!”

KKEEEEPP ppaarrttiicciippaanntt iinn tthheeWWaauukkeesshhaa NNRR 773300 ccoouurrssee

Wisconsin K-12 Energy Education ProgramProject Overview 1995 - 2005

Four StagesPage 10

Activities in yellow are highlighted on the following pages

AAccttiivviittyySSttaaggee 11

1995 - 1997$850,000

3 Staff

SSttaaggee 221998 - 1999$100,000/yr

2 Staff/1 grad

SSttaaggee 332000 - 2003$400,000/yr

5 Staff/2 grads

SSttaaggee 442004 - 2005$350,000/yr

5 Staff

Energy Center of Wisconsin Funding Public Benefits Funding

PPrrooffeessssiioonnaall DDeevveellooppmmeennttKEEP Courses Introductory course

developedOnline course

developedRenewable energyeducation course

developed

School buildingenergy efficiencycourse developed

KEEP Adjunct Faculty Initial identificationand training

Refresher workshop Refresher workshop Refresher workshop

Renewable Energy Fair Teacher workshops Teacher workshops Educator Tent developed

Host Educator Tent

Teacher participants 600 600 800 500

RReessoouurrcceessConceptual Framework Focus groups identify

conceptsRevised Renewable energy

concepts addedRevised

Activity Guide Developed and published

Revised Revised

Supplementary activity guide ElementaryEducation

Renewable Energy High School (online)

Support materials Promising Practicesidentified

Energy EducationTrunk developed

Energy EducationTrunk and other

resources disseminated

SSttuuddeenntt IInnvvoollvveemmeenntt AAccttiivviittiieessBookmark Contest(Students design artwork to illustrate an energy theme)

Adopted and coordinated state

contest

Coordinated statecontest

Bright Idea Fundraiser(Students sell compact fluorescent light bulbs to fund school projects)

Program piloted Program implemented

annually

Program support and consulting services

WCEE High SchoolConference

Wisconsin PublicService’s Solar

Olympics

- Electrathon - High SchoolConference

NNeettwwoorrkkiinngg aanndd OOuuttrreeaacchhInformation and updates - First newsletter

published- Online bulletin

created- Web site created

- Newsletter and bulletin

disseminated- Web site

maintained andrevised

- Newsletter andbulletin

disseminated- Web site

maintained andrevised

Support for target audiences Family and consumer education

TechnologyEducation

GGrraannttss Mini-grants program Grants offeredthrough WEEB

Wisconsin K-12 Energy Education Program Project Highlights 1995-2005

Stage 1 (1995 – 1997): KEEP’sDevelopment andImplementation

Operational funding support: Energy Center of Wisconsin, $850,000 for 2.5 years

Teachers served: 1,000, including 600 participants in KEEP courses

Projects and Activities Highlighted:CCoonncceeppttuuaall GGuuiiddeeA Conceptual Guide to K-12 Energy Education inWisconsin contains nearly 60 concepts that provide the foundation for curriculum develop-ment. The framework includes concepts thataddress a variety of different issues and view-points. These concepts were derived from energy-related frameworks designed by other educational organizations and from physical andenvironmental science texts. It includes additional

concepts to reflect issues specific to Wisconsin.The concepts within the framework are organizedunder four themes: We Need Energy, DevelopingEnergy Resources, Effects of Energy ResourceDevelopment, and Managing Energy ResourceUse.

AAccttiivviittyy GGuuiiddeeA Conceptual Guide to K-12 Energy Education inWisconsin directed the development of the KEEPActivity Guide. The KEEP Activity Guide providesK-12 teachers in a variety of subject areas withover 40 easy-to-use, hands-on, minds-on activitiesdesigned to promote energy literacy in Wisconsinstudents. The activities are divided into the fourKEEP themes and address one or more conceptswithin each theme. The Wisconsin Department ofPublic Instruction’s Academic Content andPerformance Standards were referenced duringthe development of the guide. KEEP activitieswere selected based on reviews of publishedenergy education resources conducted byWisconsin K-12 teachers. These teachers drafted,reviewed, and revised activities. The KEEP ActivityGuide was first published in 1997 and revised in1999 and in 2005.

Four StagesPage 11

AAddjjuunncctt FFaaccuullttyyKEEP staff worked with its Advisory and SteeringCommittees to identify competent educators andenergy resource professionals to serve asUniversity of Wisconsin–Stevens Point AdjunctFaculty for KEEP inservice courses. Individualsfrom different regions of the state were selectedto ensure that the course would be available toteachers throughout Wisconsin. These 20 facultyattended a workshop in May 1997 to learn aboutthe guide and to help develop the inservicecourse. A list of current and past Adjunct Facultyis listed at the beginning of this report. KEEPAdjunct Faculty are the key to the success of theinservice courses. They are the frontline advo-cates of energy education and competently workwith teachers from a variety of disciplines andgrade levels. They are instrumental in helpingKEEP staff revise the courses and develop newprograms that meet the needs of teachers.

IInnsseerrvviiccee CCoouurrsseeThe first KEEP course was piloted successfully inthe summer of 1997. KEEP staff then scheduledcourses over the next year and a half. Eachadjunct faculty taught at least one course. Theyreported that they enjoyed teaching the class andappreciated the support materials provided byKEEP. Over 600 teachers participated in KEEPcourses during the 1997–1998 school year.These first year teachers were also required toevaluate two KEEP activities to receive a $100stipend; their evaluations were used to revise theKEEP Activity Guide in 1999.

The KEEP inservice is a one-credit universitycourse offered through the University ofWisconsin’s Continuing Education Program (for-merly UW-Extension). During the 16 hours of classtime, teachers receive an overview of importantenergy concepts, orientation to the KEEP ActivityGuide, and through peer teaching, demonstrate

how they might integrate lessons from the guideinto their curriculum. The course frequentlyincludes field trips and guest speakers that helpteachers understand energy concepts. The courseassignment has teachers develop a unit plan thatincludes at least two energy education activitiesfrom the KEEP Activity Guide.

During the initial funding period of KEEP, thegrant directive from the Wisconsin Center forEnvironmental Education included a UW-Extension tuition waiver. Therefore, teachersreceived a free graduate credit. In the years following this initial funding period, the EnergyCenter of Wisconsin has worked with energy utilities and other agencies to offer teachersscholarships to cover most of the tuition andcourse costs. These scholarships provide incentives for teachers to participate in KEEPcourses and to improve their energy educationteaching competencies. By offering scholarships,these groups demonstrate their commitment topromoting energy literacy in their community.

Four StagesPage 12

Stage 2 (1998 – 1999): KEEP’sOutreach and Networking

Operational funding support: Energy Center of Wisconsin, $100,000 per year

Teachers served: 2,000, including 600 teachers who participated in KEEP courses

Total teachers served since 1995: 3,000, including 1,200 who participated in KEEP courses

Projects and Activities Highlighted:PPrroommiissiinngg EEnneerrggyy EEdduuccaattiioonn PPrraaccttiicceess iinnWWiissccoonnssiinn:: CCrreeaattiinngg aa NNeettwwoorrkk ooff EEnneerrggyyEEdduuccaattoorrssThis KEEP publication highlights teacher and stu-dent efforts and achievements in energy educa-tion. Teachers and students were invited to submitreports of their energy action projects to KEEP. Thedocument was presented at the Wisconsin Centerfor Environmental Education’s EnvironmentalAction Conference and disseminated through KEEPand WCEE teacher networks. Funding for PromisingEnergy Education Practices was provided largelythrough a grant from the Wisconsin EnvironmentalEducation Board.

WWeebb ssiitteeThe Energy Center of Wisconsin initiated a Web sitefor KEEP as a part of its “Energy Online” initiative.In 1999, KEEP staff created a Web site containedwithin the University of Wisconsin - Stevens Pointserver. The site, www.uwsp.edu/keep, continues tobe revised and updated and each year receivesmore and more visitors. It is listed as a resource bythe U.S. Department of Energy and the Alliance toSave Energy Web sites among others.

NNeewwsslleetttteerr aanndd EElleeccttrroonniicc BBuulllleettiinnIn 1999, KEEP published its first biannual newslet-ter. This newsletter is designed for teachers whohave participated in a KEEP inservice to keep themupdated on KEEP activities and other news andopportunities in energy education. To furtherensure KEEP teachers were kept up-to-date, KEEPinitiated an electronic news bulletin that is dissemi-nated each month during the school year.

EEnneerrggyy EEdduuccaattiioonn GGrraannttss KEEP played an instrumental role in coordinatingthe Wisconsin Environmental Education Board(WEEB) Energy Education Grant Program. Nearly$50,000 in grant money was awarded to educatorsthroughout northeastern Wisconsin. KEEP usedWEEB funds to coordinate its own EnergyEducation Project funding program, providing fundsfor Earth Day projects. Fourteen schools, almost3,000 teachers, students and community mem-bers were able to explore the connections betweenenergy and the environment as part of Earth Day2000 projects funded by KEEP and WEEB.

Four StagesPage 13

Stage 3 (2000 – 2003): KEEP’sInnovation and Enrichment

Operational funding support: Focus on Energy, $400,000 per year

Teachers served: 3,500, including 800 who participated in KEEP courses

Total teachers served since 1995: 7,500, including 2,000 who participated in KEEP courses

Projects and Activities Highlighted:BBooookkmmaarrkk CCoonntteessttKEEP took over the annual Energy BookmarkContest from the Division of Energy, Departmentof Administration in 2002. Each year the contesthas a different energy theme and is open to 5th,6th, and 7th grade students in Wisconsin. Toenter the contest, students design artwork thatillustrates the theme. A panel of energy educatorsand resource managers judge the bookmarks,selecting three entries from each grade level thatbest represent the theme. Winners receive a $50savings bond that is presented at an awards ceremony in April. The winning artwork is published on bookmarks that are distributed toover 3,000 libraries in Wisconsin.

Contest Themes2002: Energy Challenges/Energy Opportunities 2003: Doable Renewables: Renewable Energy in

My Community2004: Energy Superheros: The Quest for an

Energy Efficient Planet2005: Saving Energy: My School First

Four StagesPage 14

EEdduuccaattoorr TTeenntt aatt RReenneewwaabbllee EEnneerrggyy aannddSSuussttaaiinnaabbllee LLiivviinngg FFaaiirrThe first Renewable Energy Fair took place in1990. Every year since then, the WisconsinCenter for Environmental Education throughContinuing Education has offered teachers theopportunity to earn graduate credit while attending the fair. In 2003, KEEP partnered withthe fair organizers, the Midwest RenewableEnergy Association, to create an Educator Tent forteachers at the fair. The tent showcases energyeducation resources and workshops for educatorsand provides a venue for networking and sharing.

OOnnlliinnee CCoouurrsseeIn 1999, KEEP began designing an online courseentitled Energy Education: Concepts andPractices. Students participate in online discus-sions, conduct assigned readings, and completean assignment. KEEP piloted the course in 2001and now offers it twice during each school year;approximately 15 teachers participate in eachcourse. The course has provided an ideal venue

for teachers to explore their conceptions and misconceptions about energy and to communicate with each other and with an energyexpert to have their questions answered.

EEnneerrggyy EEdduuccaattiioonn GGrraannttss tthhrroouugghh WWEEEEBBFocus on Energy supplied funds to the WisconsinEnvironmental Education Board through KEEP tofund energy education grants. KEEP staff developed and implemented a promotion andassistance plan that included consulting services,sample grants, a grant idea flyer, and a promotional brochure. Their efforts were a success! Over $300,000 in funds was requested;awards were granted in July 2003.

BBrriigghhtt IIddeeaa FFuunnddrraaiisseerrIn 2002 KEEP began collaborating with the ENERGY STAR® Program at Focus on Energy tohelp support the fundraiser. Each year, studentssell thousands of energy efficient light bulbs tocommunity members who learn about energy efficiency through the fundraiser and save energyand money by installing compact fluorescent lightbulbs in their homes. Students sell the bulbs for$3.00 and earn $2.00 for every bulb they sell.The money earned is then used to fund schoolprojects.

Four StagesPage 15

“[The Educator Tent at the Energy Fair] was a positiveexperience and one I want to be involved with in manymore classes, workshops and - maybe at some point vol-unteering in the future? I would grade this experience asan A+++++ opportunity.”

Alona Paydon, River Bluff Middle School

Stage 4 (2004 – 2005):Maintaining and Refining KEEP

Operational funding support: Focus on Energy, $350,000 per year

Teachers served: 4,000, including 500 teachers who participated in KEEP courses

Total teachers served since 1995: 10,500,including 2,500 who participated in KEEP courses

Projects and Activities Highlighted:SScchhooooll BBuuiillddiinngg EEnneerrggyy EEffffiicciieennccyy CCoouurrssee ffoorrTTeeaacchheerrssIn 2004, KEEP partnered with the Focus onEnergy Schools & Local Government Program.KEEP staff designed a course that incorporatesthe results of school audits conducted by theFocus Schools Program. During the course, teachers experience presentations from districtbuilding managers, and speakers from the localutility and Focus on Energy. The assignment forthis course is for teachers to develop an actionplan or lesson plans for saving energy and moneyin school buildings.

RReessoouurrcceess aanndd SSuuppppoorrtt MMaatteerriiaallssKEEP constantly seeks new ways to make energyeducation challenging and engaging for students.Among the demonstration tools the program hasavailable are electricity-measuring watt meters,light bulb hand-crank generators, and a workingmodel fuel cell kit. In 2005, KEEP purchased aPedal Power® bicycle that generates electricityand can be used to compare efficiency of appliances such as light bulbs. KEEP also features an energy education trunk, a one-stopresource for materials like videotapes, experiments, and interactive models. Inside thetrunk is a wealth of tools to make teaching aboutenergy hands-on and enjoyable for students of alllearning styles.

Four StagesPage 16

DDooaabbllee RReenneewwaabblleess:: AA RReenneewwaabbllee EEnneerrggyyEEdduuccaattiioonn SSuupppplleemmeennttaarryy AAccttiivviittyy GGuuiiddeeIn 2002, KEEP staff and stakeholders recognizedthat additional concepts addressing renewable energy were needed within the KEEP conceptualframework. KEEP developed renewable energyconcepts that were integrated into the existingframework. These new concepts directed thedevelopment of a supplementary activity guidetitled Doable Renewables.

To develop the supplement, teachers participatedin a scope and sequence workshop and identifiedactivities that addressed the renewable energyconcepts in the revised framework. Like activitiesin the KEEP Activity Guide, draft lessons in thesupplement were reviewed for conceptual accuracy by experts in the field and pilot tested inclassrooms across Wisconsin. The result is a comprehensive and enjoyable introduction torenewable energy.

TTeecchhnnoollooggyy EEdduuccaattiioonn CCoonnnneeccttiioonnssTechnology education teachers and their studentsinvolved in home-building projects have had aninvaluable resource in KEEP. Teachers havereceived informational mailings about energy effi-cient home building and the Wisconsin ENERGYSTAR Homes program, as well as the offer toattend the Better Buildings: Better BusinessConference—at no cost. In further support ofthese innovative educators, the KEEP staff hasmaintained an updated online guest speaker andfield trip database to guide teachers towardslearning opportunities for their students. KEEPhas also partnered with the University ofWisconsin campuses in Stout and Platteville tooffer energy education support for pre-servicetechnology education teachers and attended vari-ous technology education events to promote ener-gy efficiency and conservation activities relevantto this audience.

Four StagesPage 17

Hartford Union High School’s 2004 student built home.

The future of Wisconsin depends on energy literate individuals who possess the knowledge, skills, and attitudes that will allow them to useenergy resources wisely. Energy education must be an integral part ofthe school curriculum to produce energy literate citizens. As KEEP movesforward, it must continue to support teacher efforts to integrate energyeducation effectively. This requires:

• Ongoing inservices for teachers who have not previously participated in KEEP

• Support structures for graduates of KEEP inservices

To date KEEP has reached thousands of Wisconsin teachers, includingover 2,500 who have participated in our university-credited inservicecourses. About one-fifth of Wisconsin’s teachers have heard of KEEP.With future outreach and program activities, KEEP seeks to increase thispercentage of teachers informed about energy education. Energy Centerof Wisconsin’s external evaluation of KEEP also found evidence thatmany other influential players such as school district curriculum coordi-nators know little or nothing about the program. Given energy’s role inthe state’s academic standards as well as its critical role in the state’sfuture, the number of teachers reached and district support of energyeducation must increase. KEEP will continue to offer inservices aroundthe state and it will work with the state’s teacher education programs toensure that new teachers are exposed to energy education before theyenter the classroom.

What’s Next for KEEP?Page 19

What’s Next for KEEP?

“The KEEP program does agreat job of preparing teachers with ready to useinformation regarding responsible energy educationas well as great workshops inintegrating energy educationinto existing curriculum.”

CChhrriiss BBrrzziinnsskkii,, Bradley Technology and

Trade High School

In the end, though, these initial materials and associated inservices are notsufficient to guarantee ongoing energy education. KEEP graduates need reliable and consistent support. Some graduates want additional opportuni-ties to network with other energy educators. Many need help building school-community partnerships on energy issues. Some graduates have indicated they would like to integrate more extensive and in-depth energypractices in their school districts. These teachers have the potential tobecome leaders in their districts, provided KEEP can support their efforts.

KEEP builds statewide capacity by providing opportunities for teachers tobecome energy education leaders in their communities. KEEP will play aninstrumental role in teacher networking and supporting school-communitypartnerships. Integral to these partnerships is the involvement of local energy professionals and KEEP can serve as the conduit between teachersand these professionals.


“I feel teachers who haveparticipated in the programhave found KEEP anextremely beneficial learn-ing opportunity, both profes-sional and personal. Theyhave also become membersof a network of educatorswhere ideas, activities, andgeneral information can beexchanged and shared.”

JJaacckk FFiinnggeerrEnvironmental EducationCoordinator (retired),Waukesha School District,KEEP Adjunct Faculty

FFuuttuurree PPrroojjeecctt IIddeeaass ffoorr KKEEEEPP• Add student-focused pages to the KEEP Web site• Facilitate a student intern/practicum program for careers in energy• Work with CESAs and other state networking programs to develop

energy resource hubs to make energy teaching aids readily available throughout the state

• Design special topic courses and workshops that could be offered after school

• Explore hosting an energy-themed summer camp for teachers and students

• Further develop and expand KEEP’s Promising Energy Education Practices in Wisconsin: Creating a Network of Energy Educators

• Enhance the annual KEEP awards program to recognize teacher achievements in community energy resource management

• Reinstate the energy education grants program, collaborating with WEEB

• Expand the KEEP concept to other states

LLooggiissttiiccss:: EEnnssuurriinngg EEffffeeccttiivveenneessssCCoollllaabboorraattiioonnKEEP is effective in part because it is the product of collaborationbetween a variety of actively engaged partners. When KEEP was initiated, WCEE brought expertise in developing and fielding educationalinitiatives. The Energy Center of Wisconsin and its members broughtexpertise on energy issues and a variety of perspectives on thoseissues. The addition of Focus on Energy to this team enabled KEEP toevolve into a statewide capacity-building program for energy education.The collaboration among these stakeholders created an effective program that deals fairly with complicated and often controversialissues. Moreover, this collaboration supports the integration of energyeducation into school curriculum and helps to develop energy literacy inWisconsin schools. KEEP will continue to work with these partners andwill seek out new team members to further evolve KEEP’s capacity-building abilities.


“After ten years, KEEP iseven more relevant for students and teachers.Rising energy costs, energysupply disruptions and environmental issues affectall of us. Students, teachersand consumers increasinglydemand answers, and KEEPdelivers.”

JJiimm JJeennssoonnCommunity Education

Manager, Madison Gas andElectric Co., KEEP Adjunct

Faculty

SSttaaffffiinnggAs mentioned in the introduction, a keyelement to ensuring the success of KEEPis dedicated staff. We employ and will continue to employ skilled and resourcefulindividuals who have the necessarystrengths and insights to support the effectiveness of KEEP.

BBuuddggeett SSuummmmaarryyKEEP requires a dependable, consistentsource of funding to continue to evolve into a proactive program that sup-ports the efforts of teachers to integrate energy into their schools. Teachersneed us to be a reliable, consistent program they know they can turn to forhelp with their energy education efforts. KEEP needs secure funding tohave the time and stability to further build and develop school-communitypartnerships. With secure base funding, we will have staff who possess theexpertise and resourcefulness to design effective and innovative programsthat will help institutionalize energy education in Wisconsin K-12 schools.After administering KEEP for the last ten years, it is determined that a base-funding figure of $400,000 would be an appropriate estimate for the annual operations—including personnel, travel, services and supplies, andmaterial productions—of KEEP.

CClloossiinngg RReemmaarrkkssA key element to ensuring the success of KEEP is dedicated staff. KEEPemploys skilled and resourceful individuals who each have unique strengthsand insights that contribute to the efficacy of KEEP. Our program effectiveness is also secured through the use of formative and summative

assessment strategies,including focus groups andnominal group analysis.These assessments haveensured that KEEP materialsare conceptually accurateand pedagogically sound.


“KEEP has been an invaluable ally and supportfor me in teaching energyawareness to my K-5 students. Through their professional developmentopportunities, lendinglibrary, newsletter, and special programs such asthe 'Bright Idea' fundraiser,they've really helped bringenergy education to life!”

CCllaarree SSeegguuiinn,, Lincoln Elementary School

KEEP’s success is importantbecause of its mission. We aimto improve and increase energyeducation in Wisconsin. Energyis integral to every action andreaction on Earth. All of ourtechnological advances as wellas our environmental problemscan be attributed directly orindirectly to our developmentand consumption of energy.

Through KEEP, teachers and students are empowered to take important steps toward a more sustainable energy future. KEEP wasand is designed to be a comprehensive energy education program.The myriad energy concepts we address, including scientific, social,and cultural concepts, are all significant. With the continued supportof teachers and resource managers throughout Wisconsin, KEEP willcontinue to strive to achieve our mission over the next ten years andbeyond.


“I find the KEEP activitiesto be a rewarding experi-ence for my students. I lookforward to continuing touse the activities in my lessons and look forward totaking additional courses. Iam grateful for the wonder-ful opportunities to furthermy knowledge in this areaand pass energy educationon to our students.”

CCiinnddyy RReeeettzz Thomas Jefferson

Middle School

KEEP HistoryPage 24

In 1993, the Wisconsin Center for Environmental Education (WCEE) proposed that a statewide energy education program be developed and implemented. In 1995, the Energy Center of Wisconsin (ECW), a non-profit energy efficiency research organization based in Madison, agreedto fund this three-year project. The Wisconsin Environmental EducationBoard and the University of Wisconsin-Stevens Point also provided support. With this initial funding secured, WCEE hired a coordinator ofcurriculum development, a coordinator of research, and a programassistant in the summer of 1995, and the Wisconsin K-12 EnergyEducation Program (KEEP) was born.

KEEP began with a three-phase project plan. These phases includeddeveloping a conceptual guide andactivity guide for K-12 energy education (Phase I), developing andimplementing an energy educationinservice course for teachers (PhaseII), and continuing these initiativesbeyond the initial three-year fundingperiod (Phase III).

Phase I and II resulted in a conceptualguide that identified key concepts inenergy literacy. Lessons within the

activity guide were designed to address the concepts. These conceptsand the corresponding activities are organized in the following themes:

TThheemmee II:: WWee NNeeeedd EEnneerrggyyGGooaall:: To help students appreciate the nature of energy, providing themwith an awareness of how energy is used to maintain, organize, andchange systems that affect their everyday lives. TThheemmee IIII:: DDeevveellooppiinngg EEnneerrggyy RReessoouurrcceessGGooaall:: To help students appreciate how they and other humans havebecome more and more dependent on the development and use ofenergy resources to satisfy their standard of living. TThheemmee IIIIII:: EEffffeeccttss ooff EEnneerrggyy RReessoouurrccee DDeevveellooppmmeennttGGooaall:: To encourage students to investigate how energy use has affectedtheir lives. TThheemmee IIVV:: MMaannaaggiinngg EEnneerrggyy RReessoouurrccee UUsseeGGooaall:: To help students identify ways they can help ensure that energyresources will be available for future users.

KEEP History

KEEP SteeringCommittee 1995-1999RRaannddyy CChhaammppeeaauu (chair),Wisconsin Center forEnvironmental EducationCCaarroollyynn AAmmeeggaasshhiirree,Wisconsin Department ofTransportationOOkkhhoo BBoohhmm,Wisconsin Power & LightCompanyAAll HHoovveeyy, Longfellow Middle SchoolPPaatt MMaarriinnaacc, Wisconsin Association forEnvironmental EducationCChhuucckk MMiittcchheellll, Alliance for Clean EnergySystemsCChheerryyll PPaarrrriinnoo, Public Service Commissionof WisconsinSSuussaann SStteeiinn, Midwest Renewable EnergyAssociationMMaarrkk HHaannssoonn (co-chair),Energy Center of WisconsinTToomm BBoobbrrooffsskkyy, Wisconsin ElementaryScience TeachersFFllooyydd HHeennsscchheell, Wisconsin Society ofScience TeachersJJiimm JJeennssoonn, Madison Gas & ElectricCCoorrkkyy MMccRReeyynnoollddss,Treehaven EnvironmentalCenter

continued on next page

By 1998, KEEP had successfullyaccomplished the goals of thefirst two phases, including thetraining of 20 Adjunct Faculty whooffered the KEEP inservice coursethroughout the state. TheseAdjunct Faculty helped KEEPreach 600 teachers by the end ofthe initial funding period.

With the success of KEEP’s firstthree years, KEEP entered thethird phase of its development. Phase III is essentially the evolution ofKEEP from a short-term project into a long-term program. Projects inenvironmental education can have successful and impressive results;however, without sustained funding and staff involvement, their outcomes are short-lived. Within a program, dedicated staff will con-tinue to provide the time and resources to ensure that the achievements will grow and progress over time.

To help KEEP evolve into a program, the Energy Center of Wisconsindecided to provide the WCEE with additional funding to support KEEPfor two more years. For each year, KEEP contracted with ECW to conduct specific energy education projects that met specific needs of K-12 educators and to create a statewide network of energy educa-tors. There was a transition of KEEP staffing during this time. Staffinvolved in the first two phases moved on to other programs, while thecoordinator of curriculum development was retained to direct the program. The WCEE hired a program specialist and graduate studentto assist the program director to conduct the projects funded throughECW.

In 2000, the ECW worked with KEEP staff to ensure long-term financial support through Wisconsin's Public Benefits Program, Focuson Energy. This action further guaranteed KEEP’s achievement of itsthird phase.

With the transition to long-term funding and to support program development, the Wisconsin Center for Environmental Education guided KEEP through a series of statewide focus groups to directfuture program design. KEEP Adjunct Faculty conducted 14 focusgroups involving over 100 teachers. During the sessions, the teachers

SShhaarroonn NNeellssoonn, Wisconsin Society of ScienceTeachersBBaarrbbaarraa SSaammuueell, Dept. of Administration,Division of Energy andIntergovernmental RelationsAAll SStteennssttrruupp, Wisconsin Department ofNatural ResourcesJJeerrrryy YYoouunngg, Wisconsin Electric PowerCompany

KEEP AdvisoryReviewCommittee 1995-1999RRaannddyy CChhaammppeeaauu, Director, Wisconsin Centerfor Environmental EducationCCoorrkkyy MMccRReeyynnoollddss, Director, TreehavenEnvironmental CenterAAnnnnee GGrreeeenn, Outreach Coordinator,Wisconsin Center for Environmental EducationPPhhyylllliiss PPeerrii, EE Resource/NetworkCoordinator, WisconsinCenter for EnvironmentalEducationDDaann SSiivveekk, Associate Professor,Wisconsin Center forEnvironmental EducationDDeennnniiss YYoocckkeerrss, Assistant Professor,Wisconsin Center for Environmental Education

KEEP HistoryPage 25

answered the following question: What programs, projects, and/orresources should KEEP develop to make energy education effectiveand fun? KEEP staff collected their responses and organized theminto the following categories which have been used to direct KEEP programming since the year 2000:

PPrrooffeessssiioonnaall DDeevveellooppmmeennttOffer courses and increase the variety and format of the inserviceopportunities, including courses online and special topics such asrenewable energy or energy efficiency.RReessoouurrcceessDesign or secure resources and support materials to teach aboutenergy, including a statewide listing of field trip and guest speakersrelated to energy topics. Schools need financial support and funding sources to secure these resources.NNeettwwoorrkkiinngg aanndd OOuuttrreeaacchhProvide teachers with updates on energy education news and oppor-tunities. Offer networking forums for teachers to share ideas and experiences.SSttuuddeenntt IInnvvoollvveemmeennttDevelop and offer a variety of activities involving students and the community in energy education activities, including contests and annual events.FFuunnddiinngg OOppppoorrttuunniittiieessHelp teachers identify grants and other funding sources to supporttheir energy education efforts.

KEEP HistoryPage 26

“My students and I arebuilding better homes sinceI got involved with KEEP.Between the conferences,classroom support, and con-nections to ENERGY STAR®,I have a better grasp of howto integrate energy efficien-cy into my teaching.”

JJoohhnn LLoonneerrggaann,,Hartford Union High School

Since 2001, the Wisconsin Center for Environmental Education hasbeen subcontracted through Focus on Energy to administer KEEP.These entities team together to develop, implement, and evaluate projects that address the program areas listed above. As the diversityand number of projects KEEP was contracted to conduct increased, itfollowed that the KEEP staff needed to increase as well. Therefore,KEEP hired an Outreach Specialist, a Renewable Energy Specialist, aProject Coordinator, and a Program Assistant. Two graduate studentsalso contributed to the program, conducting research that validatedaspects of KEEP support materials and services. These projectsenable KEEP to work towards its goal of increasing and improving education while simultaneously helping Focus on Energy achieve itsgoal to encourage energy efficiency and use of renewable energy,enhance the environment, and ensure the future supply of energy forWisconsin.

Being part of the state’s Public Benefits program has broadenedKEEP’s development, enriching and advancing the program.Unfortunately, this program has suffered serious budget cuts over thepast few years and KEEP, along with other Focus on Energy programs,has been affected. Therefore, KEEP currently employs a full time staffof four as well as a half time program assistant. The staff includes the program director, a program specialist, a resource specialist, and anoutreach specialist. Despite these budget cuts, KEEP staff continue todevelop and offer stellar programs to Wisconsin teachers.

For KEEP to continue at its current level of performance and especial-ly to further evolve into a proactive energy education program, KEEPwill require a dependable, consistent source of funding. Teachersneed KEEP to be a reliable, consistent program they know they canturn to for help with their energy education efforts. Over the past tenyears school systems, utilities, and cooperatives have come to recognize KEEP as an effective resource for implementing energy education projects. KEEP needs secure funding to have the time andstability to further build and develop school-community partnerships.With secure base funding, KEEP will continue to employ staff who possess the expertise and resourcefulness to design effective andinnovative programs that will help institutionalize energy education inWisconsin K-12 schools.

KEEP HistoryPage 27

Project and Program EvaluationsThe director of the Wisconsin Center for Environmental Education,Randy Champeau, often states that KEEP is one of the most heavilyevaluated education programs in existence. Many of the evaluationswere completed internally to direct project development and revisions.The KEEP Activity Guide in particular went through extensive formativeassessments and has undergone several external reviews. Teacherevaluations of the publications and the inservice courses are especially valuable; their reviews provide KEEP with insights used tocontinually improve our products and services.

In 2000, the Energy Center of Wisconsin contracted with Primen, aninformation company that provides in-depth research and consultingservices for companies involved in the retail energy industry, to conduct an independent evaluation of the Wisconsin K-12 EnergyEducation Program. Their assessments included surveys and interviews with KEEP stakeholders (Adjunct Faculty and program sponsors) and with hundreds of teachers who have participated inKEEP courses since 1997. Their research provided insights into program effectiveness and supplied feedback that has been used to facilitate program improvements. KEEP received the evaluation resultsin 2002 and the findings have been used to improve program outreachand marketing. In general, the Primen evaluation noted that KEEPteachers outdo non-KEEP teachers in several metrics including frequency and time of student exposure to energy concepts, teacherperception of student learning, attitudes, and energy use, and teachers’ self-reported preparedness to teach about energy.

KEEP HistoryPage 28

Letter from Randy ChampeauDirectorWisconsin Center for Environmental EducationUniversity of Wisconsin - Stevens Point

Bottom Line The energy flowing through planet earth constitutes abasic life support system of the planet which humanity cannot do without. It is a basic tenet of environmental education that energy, in its diverse forms, powers our ecosystems and it is the fundamental “fuel” of our economy. We all know, or should know, thatcreating a sustainable energy future is a “must” if humanity hopes tosustain “quality of life” and its very existence as a species.

Bottom Line An energy literate public is key to creating a sustainableenergy future for society. That is, a public knowledgeable about energyand holding the values and motivation to practice behaviors and takeactions toward creating sustainable energy systems. Creating an energy literate public is exactly what the K-12 Energy EducationProgram (KEEP) is doing. Prior to KEEP, there was no statewide effortto educate Wisconsin K-12 students about energy. Energy education inour schools was episodic at best. Today after 10 years of KEEP, thousands of teachers have become energy literate educators. Theseteachers are passing energy literacy onto hundreds of thousands ofstudents.

Bottom Line The staff of KEEP can be proud of the accomplishmentstheir hard work has produced over the last ten years. However, just asimportant, the energy community of Wisconsin should pat itself on theback for funding and participating in the creation of one of the mostcomprehensive and effective K-12 energy education programs in thenation. Creating an energy literate public is an enormously complexand elusive task. We can feel assured we are moving in the right direction with the existence of programs like KEEP.

Bottom Line Thank you to the hundreds of energy professionals andeducators who have helped make KEEP a success, and we hope youwill be there to support and participate in the program over the nextten years.

Letters and Notes of Support

Letters and Notes of SupportPage 29


Notes of SupportBarbara Samuel Marketing and Communications Coordinator, Division of Energy,Department of Administration “KEEP is a dream that became a reality, but it is much more than that.Thanks to the vision and stalwart dedication of its long-time leaders—Jennie Lane and Randy Champeau—and many other helpers along theway, KEEP has continued to stay vibrant, to grow and expand in newways, while staying true to its underlying purpose. Hurray for the first tenyears of KEEP! And may the next ten years be even more successful.”

Kathy KuntzDirector of Operations, Focus on Energy“Ten years ago KEEP launched with an enormously ambitious agenda—to increase and improve energy education in Wisconsin. Now, lookingback, it is thrilling to see how much they have accomplished in a singledecade. Wisconsin has the strongest comprehensive energy educationcurriculum in the country. More, our curriculum enables teachers andstudents to grapple with hard issues, promotes critical thinking, supports the state’s educational standards and is pedagogically appro-priate at all levels.

Successes like KEEP are no accident. Lots of people had a role in creat-ing and sustaining this program. Energy experts from utilities and non-profits reviewed curricula for technical accuracy while thousands of educators field tested the lessons and offered suggestions for improvement. Wisconsin’s energy leadership recognized that KEEP wasthe right thing to do and they have maintained their support for the program, despite a variety of potential distractions. And, perhaps mostimportantly, the state’s environmental leadership at the WisconsinCenter for Environmental Education assembled a dedicated team thatconsistently delivers a program that exceeds all expectations.”

Charlie Higley Executive Director, Citizen Utility Board“The Citizens Utility Board has been a long-time supporter for the KEEPprogram. Chuck Mitchell, who served on the CUB board during the1990's, helped secure the initial funding for KEEP from the EnergyCenter of Wisconsin. CUB supports KEEP's mission due to the importance energy issues plays in our economy and environment.Education about energy issues is critical for an informed and involvedcitizenry, and KEEP plays the leading role in Wisconsin in making thiseducation happen.”

Andrea Minniear Senior Project Manager, Education & Outreach, Energy Center ofWisconsin“We are very proud of KEEP. As an organization committed to the develop-ment and delivery of energy education, the Energy Center is pleased tohave played a key role in funding and launching the program. Through thesupport of our utility members, we are dedicated to the program's contin-ued success. KEEP is a superb example of the power of collaboration.”

Craig A. HoffmanMerrill High School“Keep the KEEP classes! Not only are the classes informative and educational, they provide an opportunity to evaluate the curriculum thathelps examine present practices of energy use and inculcates the mindset of teachers and students to be further aware of the types of energy being used in their surroundings.”

Jon RossmillerHorace Mann Middle School“I have nothing but great things to say about the KEEP program. I havebeen able to attend the Energy Fair in Custer for graduate credits andlearned so much about renewable energy that I continue to share with mystudents! I helped pilot the KEEP Energy Trunks with my 7th grade classes. The students enjoyed the many hands-on activities provided withthe trunk to supplement the curriculum! I received my KEEP training fromDon Lutz in Marathon City. Don was an excellent instructor and at thetime was the President of the state science teachers. As part of the KEEPclass we were able to join the WSST and I've been a member ever since.Thanks for the great e-mail news each month....I share them with ourentire science department.”

Dawn PfaffHomestead High School“The KEEP course was one of the most valuable experiences I have hadas a teacher. The resources are top notch and easy to use. We were provided with many opportunities to practice lessons, modify them for ourclasses and teach them to our peers. Having an inservice on using thebinder was essential to its successful implementation into a classroom.Thanks for the opportunity!!”


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